ETIPS

Technology use provides added value to teaching and learning. Educational technology does not possess inherent value but rather it offers immense potential when intentionally coupled with grounded planning and solid teaching. Technology should not be used as filler for lesson plans or as down time for the teacher but rather to enhance student learning on a particular topic. This resource area explores specific options for adding value to classroom through technology but is by no means an exhaustive list.

Introduction

Using Technology to Provide "Added Value" Learning in Early Childhood Education/Early Childhood Special Education

Due to the developmental level of children ages 3-6, the teacher plays an essential part in the integration of any technology into technology into the ECE/ECSE environment and curriculum. Children at this level seldom possess the essential skills of reading, writing, or physical dexterity to independently manipulate most of the technology listed in the chart below. These limitations require the teacher to carefully plan and operate the technology tool to create "added value" learning for the children. However, appropriate use of technology at the early childhood level can produce "added value" for both the teacher and the children.

Because early childhood teachers use a "whole child" approach to teaching and learning, curriculum is not separated into content areas as it is in later grades. From a "while child" perspective, curriculum at the early childhood level is considered to be everything that happens to the child from the time he/she enters the classroom until the time he/she leaves at the end of the day. Each developmental domain is considered when planning the curriculum and the environment, and is integrated into all activities. Children learn how to learn as they construct their knowledge through interaction with materials, teachers and peers in a carefully planned environment including both teacher directed and child directed activities. The environment is planned and activities are chosen considering individual and group goals as well as expressed interests of the children. Like all tools or materials, technology must be incorporated into the environment and used to enhance or extend the existing framework.

Grid

Developmental Domains	Added Value with Technology & Tools
Social and Emotional Development	Added Value: Improve understanding of other cultures and places Develop communication skills Learn about written communication Increase awareness of self and other students
	Tools:  Computer, Internet, email, digital camera
Physical Development	Added Value: Develop and improve fine motor skills Learn to operate devices used with computers and software
	Tools:  Computer, KidPix
Cognitive Development	Added Value:
	Tools:  KidPix, email, Internet
Creative Development	Added Value: Create with a new medium Explore ideas and questions with search questions Develop ideas for slideshow and picture-taking
	Tools:  KidPix, Internet, digital camera
Language Development	Added Value: Discuss creations and technology use Formulate questions for Internet searches Learn by explaining processes to other students
	Tools:  Computer, KidPix, Internet

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Classroom Use Examples for Early Childhood Education

• Drawing, Painting and Creating with KidPix or Similar Programs
  This art vignette facilitates development of fine motor/perceptual motor skills as well as problem solving skills as children try different "solutions" while creating.  Expressive language may increase as children assist others in learning with KidPix or similar programs and in talking about their on-screen creations.
• Spiders and Bugs!
  Extend children's understanding of the computer and Internet as a resource for gaining information and increase their understanding of spiders and bugs with this activity.  Children's cognitive skills (analyzing and making comparisons) increase, as does their inquiry process as they formulate questions for searching.
• Brick Construction
  This activity facilitates development of fine motor/perceptual motor skills while giving children the opportunity to work creatively with new medium.  It also facilitates problem solving and understanding of math concepts as children "build" with bricks on the computer.
• Pen Pals
  Increased understanding of similarities and differences in self and others as well as increased awareness and understanding of racial and cultural diversity are aims of this activity.  "Pen Pals"  also strives to increases understanding of the symbolic nature of print, and the connection between spoken and written word.  Better understanding of the computer as a communication tool is also an important feature.
• Slideshow of Children in Classroom
  The slideshow increases students' awareness of self and others while promoting a sense of group membership and the development of concept of self.

 

Drawing, Painting and Creating with KidPix or Similar Programs

Added Value with Technology:  

Children have the opportunity to expand constructive and creative play using a new medium.

Resources:   

• Computer
• KidPix or other software available for use with young children

Introduction:  This art vignette facilitates development of fine motor/perceptual motor skills as well as problem solving skills as children try different "solutions" while creating.  Expressive language may increase as children assist others in learning with KidPix or similar programs and in talking about their on-screen creations.

Outcomes:

• Opportunity to create with a new medium
• Increased sense of competency and mastery
• Facilitates development of fine motor/perceptual motor skills
• Facilitates problem solving as children try different "solutions" while creating.
• Increased expressive language as children assist others in learning the program and in talking about their on-screen creations.

Instruction:

1. Place computer near art area. Depending upon software program chosen, make available similar concrete materials (paint, markers, stickers, colored paper, glue, etc.) 
2. At group time, explain to the children that the computer is available in the art center and has a program(s) available for drawing, painting, etc.
3. During free play, assist children choosing to use the computer program, and encourage children to help each other as they master the program.
4. Help children print their creations, as requested by children.
5. Leave computer with chosen painting, drawing (etc.) program available in the art area until interest wanes.
6. Variation:  Leave the computer in the art area for a period of time, and introduce a variety of drawing, painting (etc.) programs

Assessment:  Observation

 

Spiders and Bugs!

Added Value with Technology:

Children have the opportunity to use a different medium for learning.
 

Note:  It is assumed that children have expressed an interest in learning more about spiders and bugs, and it is for this reason the teacher has chosen to incorporate a spider/bug theme in certain areas of the classroom. In this instance, the computer will be used for extending children's understanding of bugs. The same idea would apply to any expressed interest -- castles, dinosaurs, superheroes, etc.

Resources:   

• Computer
• Internet

Introduction:  Extend children's understanding of the computer and Internet as a resource for gaining information and increase their understanding of spiders and bugs with this activity.  Children's cognitive skills (analyzing and making comparisons) increase, as does their inquiry process as they formulate questions for searching.  

Outcomes:

• Extend children's understanding of the computer and Internet as a resource for gaining information
• Increase children's understanding of spiders and bugs (or selected topic)
• Increase children's cognitive skills (analyzing and making comparisons)
• Facilitate children's inquiry process as they formulate questions for searching
• Increase children's expressive language through formulation of questions and discussion of what they find

Instruction:

1. Completed an Internet search and bookmark good Websites.
2. Place computer in science area of the classroom. Also include in the science area resource picture books about spiders and bugs, mounted bugs, bug/spider diagrams, live bugs and spiders, magnifying glasses, etc. Include planned walks to look for and collect bugs. In the book center, include stories about bugs (Eric Carle's The Very Busy Spider and The Very Hungry Caterpillar , for example). The art media could include stencils of spiders and bugs, and perhaps bug puzzles could be present in the manipulative area.
3. At group time, explain to the children that the computer is available in the science area to help them explore and learn about spiders and bugs.
4. As children choose the science area individually or in small groups, the teacher can look at bookmarked Web sites, read what is on the site, and talk with the children about what they are observing.
5. Help children formulate questions about bugs/spiders and perform Internet searches with the children.

Assessment:  Observation

 

Brick Construction

Added Value with Technology:

Children have the opportunity to expand constructive play using a new medium.

Resources:   

• Computer
• KidPix Software

Introduction:  This activity facilitates development of fine motor/perceptual motor skills while giving children the opportunity to work creatively with new medium.  It also facilitates problem solving and understanding of math concepts as children "build" with bricks on the computer.

Outcomes:

• Opportunity to construct with a new medium
• Increased sense of competency and mastery
• Development of fine motor/perceptual motor skills
• Opportunity to work creatively with new medium
• Problem solving and understanding of math concepts as children "build" with bricks on computer
• Increased expressive language as children assist others in learning the program and in talking about their on-screen creations

Instruction:

1. Place computer near block area. Include cardboard building bricks in the block area. Include books on construction in the book area, and have potters clay available in the art media center for brick making.
2. During large group time, introduce KidPix brick building and demonstrate its use.
3. During free play, assist children choosing to use the building brick program, and encourage children to help each other as they master the program.
4. Help children print their creations, as requested by children.
5. Leave computer with building bricks program available in the block area until interest wanes

Assessment:  Observation

Additional Resources: 

Website:  KidPix
URL:  http://www.kidpix.com/
Note:  Several online activities change periodically

 

Pen Pals

Added Value with Technology:

Children have the opportunity to interact with children in other parts of the country/world.

Resources: 

• Computer
• Internet
• Email program

Introduction:  Increased understanding of similarities and differences in self and others as well as increased awareness and understanding of racial and cultural diversity are aims of this vignette.  "Pen Pals"  also strives to increases understanding of the symbolic nature of print, and the connection between spoken and written word.  Better understanding of the computer as a communication tool is also an important feature. 

Outcomes:

• Increased awareness of self and others
• Increased understanding of similarities and differences in self and others
• Increased awareness and understanding of racial and cultural diversity
• Increased understanding of the symbolic nature of print, and the connection between spoken and written word
• Increased understanding of the computer as a communication tool

Instruction:

1. Place the computer near writing center or book center of the classroom. Have books available representing from countries where communication will occur, as appropriate. In dramatic play area, include artifacts from daily life of children in countries where correspondence/communication will occur.
2. During large group time, introduce the concept of email, and demonstrate it's use.  Explain email and the concept of using the computer and email to correspond with children, teachers and/or classrooms in other parts of the country/world.
3. During small groups or free play, the children may dictate to the teacher, either individually or in groups, email to be sent.
4. Throughout the following days/weeks the teacher and children will periodically check email.  Read email to children and facilitate ongoing correspondence.
5. Variation: Real time chat or instant messaging could be used in addition to email correspondence.

Assessment:  Observation

 

Slide Show of Children in Classroom

Added Value with Technology:

Children have the opportunity to view themselves and others in the classroom on computer monitor using digital camera and slide show which is set to run automatically.
 

Resources:  

• Digital Camera
• Computer
• KidPix Software Program

Introduction: The slideshow increases students' awareness of self and others while promoting a sense of group membership and the development of concept of self.

Outcomes:

• Increased awareness of self and others
• Promotes sense of group membership
• Promotes development of concept of self

Instruction:

1. Show children digital camera and explain the project.
2. Photograph each child in the classroom.
3. Assemble the slide show on the computer, using digital photographs and KidPix software program.
4. Set the show to run automatically at certain times throughout the day.
5. Let children spontaneously view the slide show, which is running during free play time.
6. Variation: Update the slide show periodically.  

Assessment:  Observation